Статті в журналах: "Appreciation"

1

Ghosh, R., and C. F. Altieri. "Appreciating Appreciation." SubStance 42, no. 2 (January 1, 2013): 80–98. http://dx.doi.org/10.1353/sub.2013.0016.

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2

Stecker, Robert. "The Interactions of Function and Aesthetic Value in Artifacts." Grazer Philosophische Studien 96, no. 1 (March 14, 2019): 19–36. http://dx.doi.org/10.1163/18756735-000059.

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In this paper, I ask: what is the role of function in appreciating artifacts? I will argue that several distinguishable functions are relevant to the aesthetic appreciation of artifacts, and sometimes more than one of these must be taken into account to adequately appreciate these objects. Second, I will claim that, while we can identify something we might call functional aesthetic value or functional beauty, the aesthetic properties that contribute to this value neither need to enhance the object’s performance of its primary function nor manifest that function. There are broader criteria for what properties are relevant to functional beauty. Finally, I suggest that the aesthetic appreciation of artifacts may contribute to a larger appreciative project: the understanding and evaluation of a way of life, or social or cultural practices in which the artifact plays a role.

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3

Lawal-Arogundade, Samod. "THE ROLE ASYMMETRIES IN EXCHANGE RATE REGIMES AND MACROECONOMIC PERFORMANCE: THE CASE OF NIGERIA." Oradea Journal of Business and Economics 7, Special (June 2022): 8–18. http://dx.doi.org/10.47535/1991ojbe142.

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The role of exchange rate in the macroeconomic fundamentals of a country cannot be underestimated but the nonlinear (asymmetric) feature of the exchange rate movements becomes of importance when analyzing its role in macroeconomic performance. Thus, this study, using historical annual time series data from 1970 and 2020, and a nonlinear ARDL model investigated the nexus between exchange rate regimes and the macroeconomic performance in Nigeria. This model allows us to capture that the partial sum of positive exchange rate movements (exchange rate depreciations) and negative exchange rate movements (exchange appreciations). We found the potential exchange rate regime to cause declining inflationary pressure sensitive to whether the exchange rate regime is responding to depreciation or appreciation in its movement. But then, irrespective of whether the exchange rate is depreciating or appreciation, the exchange rate regimes exhibit little or no significant impact on output growth in Nigeria. Specifically, we find that an intermediate exchange rate regime based on exchange rate depreciations is viable for promoting trade surpluses, whereas intermediate exchange rate regime that is due to appreciation of exchange rate tends to cause to trade deficit. More importantly, we found that the magnitude of the role of the nonlinear feature of exchange rate on trade balance is relatively higher when the exchange rate is appreciating.

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4

Shanahan, Patrick. "Dreams to Delivery: An Appreciation of the Appreciative." AI Practitioner 21, no. 1 (February 1, 2019): 7–10. http://dx.doi.org/10.12781/978-1-907549-38-0-2.

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5

Bisschop, Wouter T. C. "Interpretation and Aesthetic Appreciation." Journal of Literary Theory 14, no. 1 (March 1, 2020): 1–9. http://dx.doi.org/10.1515/jlt-2020-0001.

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AbstractIn order to talk and think sensibly about the various ways of engaging with texts, we need to distinguish them by reference to relevant differences and commonalities between them. This paper focusses on the conceptual relations between three ways of engaging with texts that figure prominently in literary scholarship: textual interpretation, literary interpretation, and aesthetic appreciation. Rather than giving a full analysis of these three terms, this paper has two specific concerns. First, it is argued that literary interpretation is best understood as a species of textual interpretation. Second, and relatedly, some theorists argue that the discriminating feature of literary interpretation is its aim of aesthetic appreciation. Aesthetic appreciation may refer to either (i) a judgement about or (ii) an experience of or (iii) an attempt to identify and evaluate the aesthetic properties of something. The idea that appreciative judgements or experiences are the main aims of literary interpretation should not lead to a conceptual confusion of literary interpretation with aesthetic evaluation (or appreciative acts), even if there is a sense in which the idea is correct. Aesthetic appreciation is, at most, a secondary aim of literary interpretation and may function as a motivation to engage in literary interpretation. This aligns well with the idea that aesthetic appreciation has a significance independent from interpretation. Their conceptual distinction notwithstanding, it is argued that there are interesting evidential relations between (literary) interpretation and aesthetic appreciation. These relations of support, evidence, or justification may go either way.

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6

Ishizaki, Kazuhiro, and Wenchun Wang. "Visualizing and deepening thoughts through art appreciation." Visual Inquiry 10, no. 3 (December 1, 2021): 371–83. http://dx.doi.org/10.1386/vi_00062_1.

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We studied methods to help people visualize and deepen their thoughts through art appreciation and how to apply these methods. First, we present the concept of appreciation skills as a scheme to promote thought visualization during the art appreciation process. Then, we propose a model of metacognition using appreciation skills as a theoretical framework for monitoring and controlling thoughts during art appreciation, and we offer tools to help viewers metacognize their thoughts. Additionally, we present and analyse creative approaches for appreciating art physically through multiple senses (sight, touch, sound, smell) as well as practices for visualizing and deepening thoughts through collaborative visual representations. We found that supporting metacognition during the art appreciation process from the perspective of appreciation skills can be particularly effective for novice viewers. In addition, the collaborative creation of short videos may encourage non-art major students to visualize their thoughts and have more varied interpretations of artwork.

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7

Xu, Xi, and Zhenhua He. "Cultivation of Students’ Painting Appreciation Ability Based on Virtual Reality." Journal of Sensors 2021 (November 27, 2021): 1–14. http://dx.doi.org/10.1155/2021/9115994.

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The advent of the digital age has had a profound impact on people’s lives, and therefore began to add virtual reality content to the art classes of school students, aiming to continuously adapt to the needs of the times for art classes and aesthetics. In order to explore the status quo of the virtual reality technology based on the modern boom in the students’ appreciation of painting ability, In this paper, literature analysis, collect data from the old model model reconstruction method and questionnaire, analyze the effect of virtual reality technology for students to appreciate the impact of, simplifies the algorithm. And create appreciation for the culture of virtual experiment platform. In studying the impact of virtual reality technology on appreciating ability, 25% of boys are selected and 75% of girls are selected. 85% of the people who own personal computers conducted experiments, and the results showed that 60% of students log in for 1.5-4 hours, 19% of students log in for 4-9 hours, and 15% of students log in for 9-14 hours. The number of students who log in for more than 14 hours only accounts for 6%. Frequent participation in the appreciation ability through the network model is significantly different from the general painting course appreciation ability, and the performance is extremely significant. In addition, the students’ overall affirmation level of information ability is 4.0, which is significantly higher than the even value of the 5.0 scale, which shows that the improvement of college students’ painting appreciation ability through the network virtual platform is huge. It is basically realized that starting from the acquisition and processing of virtual platform information, a virtual platform model that has a substantial improvement in students’ appreciative ability is designed.

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8

Jackson. "Appreciation." Journal of Folklore Research 51, no. 1 (2014): 1. http://dx.doi.org/10.2979/jfolkrese.51.1.1.

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9

Young, Michael. "Appreciation." Journal of Education and Work 14, no. 3 (October 2001): 277. http://dx.doi.org/10.1080/13639080120086094.

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10

Moores, Donald F. "Appreciation." American Annals of the Deaf 155, no. 5 (2011): 619. http://dx.doi.org/10.1353/aad.2011.0005.

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11

Lichtenberg, Joseph. "Appreciation." Psychoanalytic Inquiry 26, no. 4 (April 12, 2007): 487. http://dx.doi.org/10.1080/07351690701310565.

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12

O Waring, George. "APPRECIATION." Journal of Refractive Surgery 21, no. 2 (March 1, 2005): 114. http://dx.doi.org/10.3928/1081-597x-20050301-03.

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13

Dym, Harry. "Appreciation." Oral and Maxillofacial Surgery Clinics of North America 34, no. 1 (February 2022): xiii—xiv. http://dx.doi.org/10.1016/j.coms.2021.08.016.

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14

Miller, Sheldon I. "Appreciation." American Journal on Addictions 3, no. 4 (October 1994): 359. http://dx.doi.org/10.1111/j.1521-0391.1994.tb00253.x.

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15

Miller, Sheldon I. "Appreciation." American Journal on Addictions 19, no. 6 (September 21, 2010): 578–79. http://dx.doi.org/10.1111/j.1521-0391.2010.00089.x.

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16

Miller, Sheldon I. "Appreciation." American Journal on Addictions 20, no. 6 (October 4, 2011): 585–86. http://dx.doi.org/10.1111/j.1521-0391.2011.00183.x.

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17

Kosten, Thomas R. "Appreciation." American Journal on Addictions 21, no. 6 (September 21, 2012): 566–67. http://dx.doi.org/10.1111/j.1521-0391.2012.00278.x.

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18

Ombres, Robert, and Mark Edney. "Appreciation." New Blackfriars 82, no. 968 (October 2001): 410–12. http://dx.doi.org/10.1111/j.1741-2005.2001.tb01772.x.

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19

Silverstone, Jennifer. "Appreciation." British Journal of Psychotherapy 30, no. 1 (January 23, 2014): 101–3. http://dx.doi.org/10.1111/bjp.12071.

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20

Bourne, Debra. "Appreciation." Companion Animal 24, no. 1 (January 2, 2019): 5. http://dx.doi.org/10.12968/coan.2019.24.1.5.

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21

van der Merwe, Pieter, Seán McGrail, and Michael Trimming. "Appreciation." Mariner's Mirror 97, no. 3 (January 2011): 116–19. http://dx.doi.org/10.1080/00253359.2011.10708942.

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22

Dolson, J. V. "Appreciation." Social Work 44, no. 4 (July 1, 1999): 400. http://dx.doi.org/10.1093/sw/44.4.400.

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23

Schug, E. "Appreciation." Social Work 47, no. 4 (October 1, 2002): 472. http://dx.doi.org/10.1093/sw/47.4.472.

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24

Miller, Sheldon I. "Appreciation." American Journal on Addictions 14, no. 5 (January 2005): 491. http://dx.doi.org/10.1080/10550490500247263.

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25

Miller, Sheldon I. "Appreciation." American Journal on Addictions 16, no. 6 (January 2007): 537. http://dx.doi.org/10.1080/10550490701643377.

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26

Church, Mike, and David Moore. "Appreciation." Atmospheric Environment (1967) 23, no. 6 (January 1989): i. http://dx.doi.org/10.1016/0004-6981(89)90143-1.

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27

Noone, Timothy B. "Appreciation." Franciscan Studies 56, no. 1 (1998): ix—x. http://dx.doi.org/10.1353/frc.1998.0000.

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28

Christen, Gerhard. "Appreciation." Mechanism and Machine Theory 33, no. 3 (April 1998): 223–24. http://dx.doi.org/10.1016/s0094-114x(97)89716-9.

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29

Seinhorst, Jan Willem, and C. E. Taylor. "Appreciation." Nematologica 43, no. 6 (1997): 511–13. http://dx.doi.org/10.1163/005125997x00110.

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30

Miller, Sheldon I. "Appreciation." American Journal on Addictions 3, no. 4 (January 1994): 359. http://dx.doi.org/10.3109/10550499409117272.

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31

Cawkell, A. E. "Appreciation." Journal of Information Science 26, no. 5 (October 2000): 289–90. http://dx.doi.org/10.1177/016555150002600501.

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32

Webb, Paul. "Appreciation." Party Politics 25, no. 1 (January 2019): 3. http://dx.doi.org/10.1177/1354068818810553.

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33

Suthers, Iain, Jock Young, Moninya Roughan, Mark Baird, and Ken Ridgway. "Appreciation." Deep Sea Research Part II: Topical Studies in Oceanography 58, no. 5 (March 2011): 537. http://dx.doi.org/10.1016/j.dsr2.2010.09.008.

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34

Sheppard, N. "Appreciation." Spectrochimica Acta Part A: Molecular and Biomolecular Spectroscopy 52, no. 1 (January 1996): 1–2. http://dx.doi.org/10.1016/0584-8539(96)90123-3.

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35

Wagner, Galen. "Appreciation." Journal of Electrocardiology 40, no. 4 (July 2007): 315. http://dx.doi.org/10.1016/j.jelectrocard.2007.05.013.

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36

Jones, John R. "Appreciation." Journal of Labelled Compounds and Radiopharmaceuticals 47, no. 11 (October 7, 2004): 817–20. http://dx.doi.org/10.1002/jlcr.865.

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37

H, Laura. "Appreciation." Scientific American 324, no. 5 (May 2021): 4. http://dx.doi.org/10.1038/scientificamerican0521-4.

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38

Alwini, Selin Nadia, Seni Apriliya, and Agnestasia Ramadhani Putri. "Needs Analysis Development Teaching Materials Google Sites Appreciation Fairy Tales in Elementary Schools." Jurnal Pendidikan Edutama 11, no. 2 (July 20, 2024): 70. http://dx.doi.org/10.30734/jpe.v11i2.4466.

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Learning to appreciate fairy tales has not yet led to appreciation activities. Then, the use of teaching materials is generally still printed teaching materials. This research aims to present the results of a needs analysis for the development of Google Sites teaching materials for fairy tale appreciation learning in elementary schools. The method used in research is qualitative and data was collected through observation, interviews, document study & literature study. The research findings (1) students are more interested in digital-based learning, (2) the number of textbooks for learning activities is limited, (3) the existing teaching materials are still incomplete in explaining material regarding learning that leads to an appreciation of fairy tales. The needs analysis shows that there is a need to develop Google Sites teaching materials in learning fairy tale appreciation which can facilitate students to learn appreciation, one of them is by adding stages in appreciating fairy tales.

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39

KV, LILLY, and SUDHAKAR VENUKAPALLI. "Children's Appreciation of Different Artistic Genres: Representational, Non-representational, and Abstract." International Journal of Arts and Humanities Studies 3, no. 1 (March 9, 2023): 55–63. http://dx.doi.org/10.32996/ijahs.2023.3.1.8.

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Making art and appreciating art are essential human behaviours. As the idiom goes, “beauty lies in the eye of the beholder” we find diverse opinions about art and differences in the experiences elicited through art by individuals. When one perceives art, the close association between sensory and perceptual processing results in aesthetic emotions and aesthetic judgement and helps him/her build meaning. Children’s appreciation of artworks can be categorised into the perceptual level, contextual level and analytical level of appreciation. The objective of the present study is to explore children’s levels of art appreciation. The study is conducted on 60 grade IX children (equal number of boys and girls) in the age group of 13-15 years with no arts education background. They are from rural and urban backgrounds located near Hyderabad in the state of Telangana. Children’s appreciation of artworks is elicited by showing them artworks belonging to three artistic genres: representational, semi-representational and abstract artworks. The results of gender-wise analysis of children’s appreciation according to three levels of appreciation indicate that boys and girls show a statistically significant difference only at the perceptual level of appreciation among representational artworks. For semi-representational artworks, boys and girls display a statistically significant difference at the contextual level of appreciation. On the other hand, in relation to abstract artworks, boys and girls display statistically significant differences in appreciation at perceptual, contextual, and analytical levels of appreciation. The research findings are a clear indication that teachers should encourage children to engage with, reflect upon and value their experiences with artworks and their beauty.

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40

Hamdan, Hamdan. "Pengaruh Metode Permodelan dan Pengetahuan Apresiasi Sastra terhadap Kemampuan Membaca Puisi." Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) 2, no. 1 (December 24, 2018): 59–67. http://dx.doi.org/10.31539/kibasp.v2i1.448.

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The purpose of the study was to know the influence of modeling method and literary appreciation knowledge toward reciting poetry ability of seventh graders students' of SMPN Remban in academic year 2016/2017. The data was the result of literary appreciaton knowledge test and reciting poetry ability. VII.3 class used modeling method while VII.2 class used literary appreciation knowledge. This was experimental study toward students' ability in reciting poetry. Annova two ways analysis was used in analyzing the data. The findings showed that (a) there was influence between modeling method with reciting poetry ability, where Fvalue > Ftable or 2.482 > 0,3132, (b) literary appreciation knowledge influence toward reciting poetry ability Fvalue 24,716 > Ftable 0,3132, and (c)there was interaction between modeling method and literary aporeciation knowledge toward reciting poetry ability Fvalue 30,037 > F table 0,3132. In summary, students who taught by modeling method were better than students' who taught by literary appreciation in reciting poetry. Keywords: Modeling method, literary appreciation, reciting poetry ability

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41

Pandaleke, Stefanny, and Meyltsan Maragani. "Maengket Sebagai Sarana Pendidikan Seni Melalui Aktivitas Apresiatif dan Kreatif." GETER : Jurnal Seni Drama, Tari dan Musik 2, no. 1 (April 1, 2020): 24–33. http://dx.doi.org/10.26740/geter.v2n1.p24-33.

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The efforts to develop student potential, preservation and development of art through appreciative and creative activities are important things to do. Maengket, as a traditional art in North Sulawesi has the potential as a means of art education through appreciative and creative activities. The discussion in this article is about how the process of art appreciation and creation in learning Maengket as a learning material for Cultural Arts, so that students gain an aesthetic experience. Appreciation activity begins with the introduction or description about Maengket. Then the second step is the analysis of the text from Maengket which includes music and dance movements. The next step is evaluation by giving a summary of the material and looking on the student responses to activities in the previous steps. Furthermore, the creation activities in Maengket learning stand on the concepts and ideas that have been obtained in previous appreciation activities. Each student is given the freedom to express every ideas and express it honestly and personally. Thus, Maengket learning as teaching material in Arts and Culture learning can be more optimized. Keywords: Art Education, Appreciation, Creation, Maengket

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42

Ptáček, Roman. "Capital-protected funds with fixing of realized appreciations." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 53, no. 6 (2005): 155–64. http://dx.doi.org/10.11118/actaun200553060155.

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Capital-protected funds of collective investments can be adequate investment opportunity for higher risk aversion investors with lower liquidity requirements. These funds always guarantee mostly 100% investment recovery and an appreciation sometimes. It is provided by their investment strategy. The paper is focused on „Click“ funds. These funds do not build on values of underlying assets just on maturity; they allow fixing realized appreciations during duration of the funds. It means higher probability of investment’s appreciation.

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43

Anindya, Arini, Seni Apriliya, and Agnestasia Ramadhani Putri. "Model P-IKADKA sebagai Solusi Mengembangkan Modul Ajar Apresiasi Dongeng di Sekolah Dasar." Diksa : Pendidikan Bahasa dan Sastra Indonesia 10, no. 1 (June 22, 2024): 1–12. http://dx.doi.org/10.33369/diksa.v10i1.34153.

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This research was motivated by the unavailability of teaching modules that lead to appreciation learning and not using a special learning model for fairy tale appreciation. The aim of this research is to analyze the need for a fairy tale appreciation teaching module for Indonesian language subjects in class IV elementary school. The approach used in this research is a qualitative approach with descriptive methods. This research was conducted in the period 26 February - 1 March 2024 in two public elementary schools in Tasikmalaya City with research subjects namely two class IV educators and teaching module documents. The data collection techniques used were observation, document study and interviews. The data analysis technique used is the data analysis technique using the Miles and Huberman model in three stages, namely data reduction, data presentation, and drawing conclusions. The research results show that the fairy tale appreciation learning process is still not implemented optimally in an appreciative manner, because educators still have not planned learning optimally. Educators still use teaching modules provided by the government, so the learning model used does not use a learning model specifically for learning literary appreciation. Thus, there is no teaching module available that leads to learning to appreciate fairy tales in it. The implication is that it is necessary to develop an Indonesian language teaching module with fairy tale appreciation material that leads to appreciation learning using a learning model that is appropriate to literary appreciation learning, namely the P-IKADKA model with the syntax of introduction, introduction, connection, appreciation, discussion, comprehension and affirmation.

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44

Enckell, Marianne. "Ronald Creagh, an appreciation." Anarchist Studies 32, no. 1 (February 1, 2024): 5–7. http://dx.doi.org/10.3898/as.32.1.appreciations.

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45

Matsumoto, Koji. "Appreciating visual arts may not foster medical diagnosis skills." F1000Research 12 (January 19, 2023): 79. http://dx.doi.org/10.12688/f1000research.129219.1.

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Background: This article examined intervention studies that used appreciation of visual arts to foster observation skills and discussed their effectiveness in making accurate diagnoses in terms of expertization. Methods: In order to collect journal articles and academic books (written in English) on empirical intervention studies that examined the use of visual arts for cultivating observation skills in health professionals’ education and training, the author first targeted articles that had been included in previous systematic reviews. In addition, they conducted a manual search. From this body of literature, the author selected studies that objectively measured observation skills only through the appreciation of visual art. They collected and read around 300 articles and selected 12 studies after applying the inclusion and exclusion criteria. Results: This article revealed no concrete evidence on whether appreciating visual art contributes toward an accurate diagnosis. Extant studies determined that such appreciation facilitates the observation of more visual features and a detailed view over time. However, they did not confirm the positive effects of appreciating visual arts on an accurate diagnosis. This article also confirmed that such appreciation does not reduce misdiagnoses or develop tolerance toward ambiguity that prevents premature closure. Moreover, the transfer of observation skills from one context to another is unlikely to be as successful as the intervention studies had intended. Conclusions: For fostering diagnostic skills, providing students with many instances of medical cases and appropriate knowledge to evoke implicit learning for extracting subtle differences in the cases, should be prioritized over visual art appreciation. On the other hand, such appreciation may foster verbalization skills and understanding or extraction of the patient’s background and context. These competencies may cultivate teamwork and perspective-taking, indirectly leading to an accurate diagnosis.

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46

Severin, Dorothy S. "An Appreciation." Celestinesca 14, no. 1 (January 9, 2021): 83. http://dx.doi.org/10.7203/celestinesca.14.19725.

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47

Hy, Lê Xuân, Marianne LaBarre, and Michael O'Connor. "Appreciating Good Old AppreciationAppreciating Good Old Appreciation." PsycCRITIQUES 5252, no. 1111 (2007). http://dx.doi.org/10.1037/a0006794.

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48

Morgan, Ann M., Rebecca L. Jobe, Juli K. Konopa, and Lyda D. Downs. "Quality Assurance, Meet Quality Appreciation: Using Appreciative Inquiry to Define Faculty Quality Standards." Higher Learning Research Communications 12, no. 1 (May 5, 2022). http://dx.doi.org/10.18870/hlrc.v12i1.1301.

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Анотація:

Objectives: This study outlines the journey of an online university to evaluate faculty performance standards, key performance indicators, and systems for quality assurance using an appreciative inquiry summit model. The study reveals the power of <em>quality appreciation </em>as an approach that elicits a shared vision for quality definitions and standards and serves as a historical marker in the higher education shift from data-driven faculty performance approaches to strengths-based, inclusive methods. Method: The retrospective business case outlines one university’s 2018 Appreciative Inquiry Summit, 5D (define, discover, dream, design, destiny/deliver) approach, resulting deliverables, lessons learned, and conclusions. Results: The summit and subsequent quality appreciation processes laid a foundation for inclusive leadership and inclusive teaching and learning. Quality appreciation was observed to be a third component to quality enhancement that had heretofore included quality control and quality assurance mechanisms. Quality appreciation, based on appreciative inquiry (AI) approaches, is a method for uncovering the positive core of an organization that results in ideal quality standards, definitions, and desires for ongoing quality creation. Conclusions: This case provides a view of one university’s building upon data-driven methods for faculty performance evaluation. The use of appreciative inquiry to advance a quality appreciation agenda and human-centered approaches served as a stepping-stone toward a vision for inclusive, strengths-based quality enhancement. Implication for Theory and/or Practice: Quality control mechanisms and systems for quality assurance are supported by quality appreciation. In this case, faculty quality appreciation is the integration of AI practices with ongoing evaluation and identification of faculty and classroom quality standards. Quality Appreciation leads to strengthened definitions of quality that are values-driven and founded in the heart and soul of the university’s teaching and learning.

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49

Schoeman, Kobus, and Jan Albert Van den Berg. "’n Waardering vir die positiewe! Waarderende betrokkenheid as ‘n gemeentelike- en pastorale lens." HTS Teologiese Studies / Theological Studies 67, no. 2 (March 7, 2011). http://dx.doi.org/10.4102/hts.v67i2.887.

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An appreciation for the positive! Appreciative engagement as congregational process and congregational- and pastoral lens The traditional approach of only solving what is wrong is challenged by newer perspectives emphasising the meaning of an appreciation for the positive. The possible meaning of this alternative perspective for the development of a relevant positive practical theology was explored in investigating the possible meaning of the methodology of appreciative inquiry. The benefit of this model, for congregational studies and pastoral ministry amongst others, was investigated, described and illustrated with a case study. After a critical evaluation of the methodology of appreciative inquiry, suggestions for the development of a relevant positive practical theology, incorporating an appreciation for the positive in an appreciative engagement were mapped.

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50

Rohmah, Khafidatur, Endah Tri Priyatni, and Heri Suwignyo. "Developing self and peer assessment to improve student's appreciative critical ability in learning drama appreciation." Jurnal Penelitian dan Evaluasi Pendidikan 25, no. 1 (June 30, 2021). http://dx.doi.org/10.21831/pep.v25i1.36221.

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This study aims to develop self and peer assessment instruments to improve students' critical and appreciative abilities in learning drama appreciation. This research was conducted by following the ADDIE model development steps, namely needs analysis, product design, product development, product implementation, and product evaluation. There are two types of data in this study, namely qualitative data and quantitative data. Qualitative data is in the form of suggestions and comments from assessment experts, literature experts, and drama appreciation learning experts, as well as students, while quantitative data is in the form of scores obtained from assessment experts, literature experts, and drama appreciation learning experts, as well as students. Both data were obtained through questionnaire guidelines. The data obtained were then analyzed. For qualitative data analyzed using descriptive analysis techniques, while quantitative data using quantitative descriptive analysis techniques. From the analysis technique used, it is known that the product developed can increase students' critical appreciative abilities by getting an average percentage of 8.3% for the display aspect, 9.7% for the product content aspect, and 90.4% for the language aspect. The three averages were obtained from assessment experts, literary experts, and drama appreciation learning experts. When testing the product, students got an average score of 82.2% on the aspect of 'student impressions of the use of self and peer assessment in increasing students' critical appreciation skills in learning drama appreciation 'and 80.4% on the aspect of' practicality and ease of self and peer assessment for improve students 'appreciative critical abilities in drama appreciation learning'.

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